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Month: February 2018

Everybody agrees that input is the central component of language acquisition. Even a skill-builder such as DeKeyser, and grammarian colleagues, admit that without hearing and reading the language, much less acquisition happens.

One big question, however, remains endlessly discussed: what should language teachers get students to “do” with input? Broadly, the options as I understand them are thus:

Language-class students just…get input.

They get input, and then “do activities” with the input.

#2 is the approach most used by most C.I. teachers. In classical TPRS, students do re-tells. In Slavic and Hargaden’s “untargeted” input, there are “one word at a time” story activities, “read and discuss,” etc post-story. VanPatten’s “task oriented” teaching gets students to “do” things with input (sort, rank, find out, order, etc).

With reading C.I. novels, when kids have read the novel/story, there are questions, word-searches, personal responses, sentence-re-ordering, etc. Indeed, so devoted are even C.I. teachers to “activities” that almost every novel published in the C.I. tradition has a teacher’s guide to go with it, and Teachers Pay Teachers is full of novel guides, post-reading activities and so forth. The same, by the way, is true of Movietalk: there are regularly questions posted on FB or Yahoo, from C.I. teachers, asking does anybody have Movietalk activities to go with ____?

Anyway, obviously what we are always most concerned with in a language class is acquisition. We decide to do/not do _____ based on how well it develops students’ grasp of the target language, and this brings up today’s question:

Do “activities” with reading (or listening to stories) boost acquisition?

The answer, it turns out, is probably not. A paper by Beniko Mason and Stephen Krashen, one of many that reach similar conclusions, took a simple and elegant look at this question. In another paper, the Backseat Linguist compares the effects of reading (CI only) with direct instruction (activities plus reading plus teacher talking).

First, Mason & Krashen. Beniko Mason, who teaches English to Japanese college kids, compared two functionally identical classes’ responses to (1) listening to her tell (and illustrate) a story, and (2) listening to the same story and then doing a variety of activities (including reading) about the story. Both groups were pre-tested for grasp of vocabulary, treated, and post-tested (immediate post-treatment, and delayed post-test).

What did Mason find?

Two things emerge from this paper, one obvious and one striking. First, the obvious: the students who did the post-reading activities gained more vocabulary. This is what we would predict: the more times we hear/read something, the more it will get into our heads and stick around. In both immediate and delayed post-tests, the “activity” group retained more new vocabulary.

Sounds like we should be doing post-listening/reading activities, right? Wrong.

The second finding of Mason’s is remarkable: the input-only group acquired much more vocabulary per unit of time than did the input-plus-activities group. As Mason and Krashen write,

[o]n the delayed post-test, the story-only efficiency was .25 (3.8 words gained/15 minutes), and efficiency for the story-plus-study group was .16 (gain of 11.4 words/70 minutes).

In other words, the most efficient use of time for delivering C.I. is…delivering C.I. alone, and not doing anything else. (This is a conclusion which has also been oft-reached by reading researchers. Broadly speaking, just reading for pleasure beats reading-plus-activities in just about every measurable way. Much of the research is summarised by Krashen here). There is also another good study on Korean EFL learners here.

Next, the Backseat Linguist aka Jeff McQuillan. TBS in his post looks at a number of studies of the effects of reading on vocab acquisition. Note that most studies define acquisition as the ability to recognise the meaning of a word. What TBS shows us is how many words per hour students learn via different methods of instruction.

Free Voluntary Reading: students acquire about 9.5 words per hour.Direct instruction: students pick up about 3.5 words/hour.

FVR is just that: reading without any follow-up “activities” or “accountability.” “Direct instruction” includes bits of reading, speaking practice, note-taking, answering questions about readings, etc.

The answer probably has to do with how the brain evolved to pick language up: in the moment, on the fly, informally, and over time. Our hominid ancestors didn’t worksheet their kids, or have writing, and probably did no instruction in speech. We know that kids don’t get targeted input: other than “rough tuning” their speech to their kids’ levels (ie clarifying where necessary, and not using words such as “epistemology” around their three-year olds), parents just, well, talk to (and around) their kids, and their kids pick up loads. Parents don’t repeat words deliberately, do comprehension checks, regularly ask kids conversation-topic specific questions, etc.

So…what are the implications for a language classroom?

We should spend our time on input, and not on anything else. We know talking and writing “practice” do very little for acquisition. It is now also clear that activities such as retelling to a partner, answering questions, etc, are overall a less-then-optimal use of time

Thought experiment:

OPTION A: over two months, Johnny can spend, say, eight hours reading four novels, and then two hours doing “activities.” If, as Mason found, he gains .16 words per minute, he will acquire 96 words over 10 hours of reading plus activities.

OPTION B: Johnny can spend ten hours reading five novels, with no “activities.” Mason’s data suggest that he will pick up a bunch more language: .25 words per minute x 10 hours = 150 words.

If we teach Johnny for five years, and we commit each year to a free voluntary reading program sans “activities,” Johnny– from reading alone– will have picked up 275 words more than if he had spent his class time reading and doing “activities.” If we pace a five-year proficiency-oriented language program at 300 words per year (which will enable students to acquire the 1500 most-used words, giving them 85% of the most-used vocabulary in any language), this reading alone will add almost a year’s worth of gains to his language ability.If we are doing storyasking (classical TPRS), or OWI creation (and then story), or Movietalk, or Picturetalk, we should not be doing any post-input activities. These C.I. strategies deliver C.I. and as such are useful in and of themselves.

We should spend our resources on materials that deliver input, and not in resources that create busywork for students or teachers. As we have seen with C.I. curricula, “pure C.I.” is not only the best, but the cheapest option.

For example, with reading, say we want to use novels. We can get a novel from Blaine Ray or Carol Gaab for $5 in quantities of 30 or more. So, a class set = $150. The teacher’s guides are typically $35-40. Five sets of novels (no teacher’s guides) = $750. Four sets of novels plus teacher’s guides = $600 + $140-160 = $740-$760. If we buy the five sets of novels instead of four sets plus teacher’s guides, and ditch the “activities,” our students have more choice in reading for close the same cost. If they like the books (ie find them compelling and comprehensible), simply reading them will be the best use of both class time and money.

Or, we could do even better: we could negotiate a bulk price (Carol and Blaine are very reasonable) and get 15 copies each of TEN novels. Here we would have much more choice, which is always good for readers, especially reluctant ones.

If we combine smart novel investment with building an FVR library out of kids’ comics, we are well on our way to maximising our C.I. game.

We might also find that teacher wellness and language ability will increase with an input-only program. It has been said that a legendary C.I. innovator developed their method partly to boost acquisition, and partly to boost their golf score. Underlying this is a solid truth. The happier and better-rested a teacher is, the easier it will be for them to teach well. Much the same is true for students: as much work as possible should be done in class, so students can relax, work, pursue their own interests, do sports etc outside of class.

Instead of “prepping activitites” for tomorrow, marking Q&As or whatever, checking homework, and supervising students during post-input “activity time,”, a teacher can simply deliver C.I. and let the kids read. And, as Bryce Hedstrom and Beniko Mason note, free reading also builds teacher competence in the target language. While the kids read their novels (or last year’s class stories), we read ours, and everyone gets better!

CAVEATS

If you have real trouble getting kids to listen/you have kids that cannot listen/read, or you are in an awful school where if it’s not for marks, I’m not doing it is the norm, you might have to do post-C.I. “activities.” And there is nothing wrong with that. We do the best we can with what– and who– we have, and where we are. You also might need “activities” to maintain your in-class sanity.

I was recently discussing the most recent version of Blaine Ray’s Look, I Can Talk! books with Mike Coxon and Craig Sheehy, and Victoria, BC school district language co-ordinator Denise Wehner. All of us like Blaine’s book, but all of us questioned some of the post-story and post-reading activities that are in it (eg crosswords, word searches). And then Craig said but sometimes a teacher just needs kids to be quiet and focused on something other than the teacher’s voice. And we all looked at each other and nodded.

THE BOTTOM LINE

Deliver as much aural and/or written comprehensible input as you can. When you have delivered some, deliver more. If you do T.P.R.S., ask another story. If you do Mason’s Story Listening, give students a written version of what you have just told, then tell another story. If you are doing “untargeted input” a la Slavic and Hargaden, make another OWI and put it into another story. If your thing is reading, get kids to do more reading with as few “accountability” activities as possible.

Must you teach clothing, colours and verbs like “it looks good on” and “wears”? If so, read on. If not, don’t bother: according to Wiktionary, there are very few clothing and colour words in the top 1000 most-used words in most languages.

The easiest way to teach clothing etc vocabulary is the very old-fashioned Who Is It? game, which is very easy.

Find and project an image/get the class artist to draw a guy and a girl wearing the relevant clothing. Label these and let the kids look at these. As always, we must make sure input is comprehensible. No point in guessing!

I would have a colour poster somewhere in the room. Here is a picture of mine:

3. Divide the class into 2-5 groups. Get a scorekeeper.

4. Tell them I am going to describe someone in the room. When you figure out who it is, hand up (no blurting) and if you can say “You are describing _____” and you egt it right, your team gets a point.

5. Describe anybody at random: Class, this guy is wearing pink track pants, a pair of blue glasses, and a purse. Who am I describing?

6. First kid to put their hand up and say you are describing ____ correctly, their team gets a point.

7. You can include any clothing words you have taught, physical description words e.g. this girl is medium height and has blond hair and possessions (especially class in-jokes e.g. this girl owns three Ferraris and is wearing a green dress).

8. Include yourself occasionally to throw them off heh heh 😉

9. You can also use negative statements e.g. this girl is not wearing a dress. She does not have long hair etc.

Another great option: describe two kids at the same time. This will get kids thinking and comparing, and your input kicks into plurals: Class, these guys are wearing sneakers and red shorts. Class, these girls are wearing tights and white T-shirts. Best of all, describe both a guy and a girl: class, these two/three/ they are wearing jeans and black T-shirts.

10. If you’re in a school where ppl wear uniforms, project 2-4 pictures on the board of kids the same age as your students. You can describe either a student or a young person in the picture. Students have to think, is Profe/a talking about one of us, or the picture(s)?

11. Another option if you are in a uniform school is to simply project 2-4 (interesting!) pictures of people wearing the clothes you want to describe, and then Picturetalk them.

12. The best idea of all in uniform schools: get some students to take photos of themselves wearing whatever you want to talk about. They send you those, you project them, and you picturetalk them. They will be very interested in talking about and seeing themselves and their friends. You can also include a baby or high-school photo of yourself (giggles)…and poof! past-tense practice: I used to wear…when it rained, I would wear…I looked good in…., but I didn’t look good in…

Here is someone you know, aged 9. dressed in Hallowe’en finery:

If I were going to describe this person, I would say things such as is this a boy or a girl? Is she wearing pants or a skirt? That’s right, she is wearing a skirt. Class, is she wearing sneakers or heels? That’s right: she is not wearing heels. [to a girl in class] Mandeep, I don’t wear heels. Do you wear heels? [to class] Class, is the girl beautiful or hideous? That’s right, class: she is very beautiful. Class, is she wearing a blouse? etc.

Anyway, there you go: now you have a zero-prep, fun and easy way to teach clothing (and to review anything else).